Social Emotional Learning Competencies Competency Definition Example Skills Connection to Academics Self-Awareness Recognition of one s thoughts and how these thoughts influence behavior, an accurate understanding of strengths and weaknesses, and a sense of confidence and optimism CASEL, 2014; Label and recognize own and others emotions Identify what triggers own emotions Analyze emotions and how they affect others Accurately identify strengths and limitations Identify needs and values Possess self-efficacy and self-esteem Students beliefs about their own strengths and weaknesses influence the academic choices they make and how long they will persist on tasks Impact whether or not they will ask for help on academic tasks Ryan, Gheen, & Midgley, 1998; Zimmerman, 2000 Self- Management Ability to regulate one s emotions, thoughts, and behaviors effectively in different situations Set plans and work toward goals Overcome obstacles and create strategies for more long-term goals Monitor progress toward personal and academic short- and long-term goals Regulate emotions such as impulses, aggression, and self-destructive behavior Manage personal and interpersonal stress Impacts student memory and the cognitive resources needed for academic tasks Impacts student motivation Impacts student use of academic strategies Clearly & Zimmerman, 2004; Gross, 2002; GTL Center, 2014
Attention control (maintain optimal work performance) Use feedback constructively Exhibit positive motivation, hope, and optimism Seek help when needed Display grit, determination, or perseverance Advocate for oneself Social Awareness Ability to take the perspective of and empathize with others from diverse backgrounds and cultures, the ability to understand social and ethical norms for behavior, and the ability to recognize family, school, and community resources and supports Identify social cues (verbal, physical) to determine how others feel Predict others feelings and reactions Evaluate others emotional reactions Respect others (e.g., listen carefully and accurately Understand other points of view and perspectives Appreciate diversity (recognize individual and group similarities and differences Students need to take the perspectives of their classmates during classroom discussions and attempt to empathize and relate with characters during analysis of texts Students needs social awareness to be able to appropriately navigate the school environment CASEL, 2014; GTL Center, 2014; Yoder, 2014
Identify and use resources of family, school, and community Relationship Skills Ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups CASEL, 2014; Demonstrate capacity to make friends Exhibit cooperative learning and working toward group goals Evaluate own skills to communicate with others Manage and express emotions in relationships, respecting diverse viewpoints Communicate effectively Cultivate relationships with those who can be resources when help is needed Provide help to those who need it Demonstrate leadership skills when necessary, being assertive and persuasive Students need to be able to work well with their classmates in order to participate in collaborative groups Developing and maintaining school relationships (e.g., peer and teacher) can increase student engagement
Prevent interpersonal conflict, but manage and resolve it when does occur Resist inappropriate social pressures Responsible Decision Making Ability to make constructive and respectful choices about personal behavior and social interactions based on consideration of ethical standards, safety concerns, social norms, the realistic evaluation of consequences of various actions, and the well-being of self and others Identify decisions one makes at school Discuss strategies used to resist peer pressure Reflect on how current choices affect future outcomes Identify problems when making decisions, and generate alternative Implement problemsolving skills when making decisions, when appropriate Identifying problems and developing appropriate solutions is essential for both social and academic tasks Payton et al., 2000; References Center on Great Teachers and Leaders (2014). Retrieved from http://www.gtlcenter.org/tools-publications/online-tools Clearly, T. J., & Zimmerman, B. J. (2004). Self-Regulation Empowerment Program: A school based program to enhance self-regulated and self-motivated cycles of student learning. Psychology in the Schools, 41, 537 550. Collaborative for Academic, Social, and Emotional Learning. (CASEL) (2013), CASEL schoolkit; A guide for implementing schoolwide academic, social, and emotional learning. Chicago, IL; Author. Gross, J. J. (2002). Emotional regulation: Affective, cognitive, and social consequences. Psychophysiology, 39, 281 29. Payton, J. W., Wardlaw, D. M., Graczyk, P. A., Bloodworth, M. R., Tompsett, C. J., & Weissberg R. P. (2000). Social and emotional learning: A framework for
promoting mental health and reducing risk behaviors in children and youth. Journal of School Health, 70, 179 18. Yoder, N. (2014) Teaching the whole child: Instructional practices that support social and emotional learning in three teacher evaluation frameworks. Washington, DC: American Institutes for Research Center on Great Teachers and Leaders. Ryan, A., Gheen, M. H., & Midgley, C. (1998). Why do some students avoid asking for help? An examination of the interplay among students academic efficacy, teachers social-emotional role, and the classroom goal structure. Journal of Educational Psychology, 90, 528 535. Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82 9.